the psychology of achievement - kamehameha schools...donald kamentz managing director of college...
TRANSCRIPT
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The Psychology of Achievement
Improving Behaviors, Habits and Outcomes by Developing
Students’ Noncognitive Skills
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Donald KamentzManaging Director of College & Career Initiatives
YES Prep Public [email protected]
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Today’s Agenda• Introductions & Overview
• Research & Overview – Grit & Mindset
• Putting Theories into Practice
• Reflection
• Closing & Wrap-Up2
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My RequestOur Norm-
Be open minded to what’s possible…
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DO FIRSTHands Up -Do you know
noncogs?4
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What predicts achievement?
Cognitive
IQ, memory, knowledge, vocabulary,
etc.
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What predicts achievement?
Cognitive Non-Cognitive
IQ, memory, knowledge, vocabulary,
etc. ?
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What predicts achievement?
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The Treadmill
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Non-Cogs – The Research Mosh Pit
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National College Persistence Study
Research Focus Academic Partners K-12 PractitionersPartners
Correlation betweennon-cognitive traits and college enrollment and persistence
Angela Duckworth (UPenn)Sidney D’ Mello
(Notre Dame)Chris Gabrieli (Harvard)
John Gabrieli (MIT)
District(s)School District of PhiladelphiaUpper Darby School District
Boston Public Schools
Malleable intelligence, fixed vs. growth-mindset, social belonging
Carol Dweck (Stanford)Greg Walton (Stanford)Geoff Cohen (Stanford)
David Yeager (UT-Austin)
Districts Spring Branch ISD (TX)
CMOsAchievement First
Aspire Public SchoolsMastery Charter SchoolsYES Prep Public Schools
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Key “Non-Cognitive” Habits
Motivation and Volition
the “want” and “will”
Mindset Self-Control
Grit & resilience
Learning Strategies self-management skills
Goal setting and
attainmentMeta-
cognition
Social Capital interpersonal skills
Belonging Self-advocacy
Practitioner Framework
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What is “everything” else?
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Motivation Self-Discipline Behavior Outcomes
• Mindset• Belonging• Self-efficacy• Value/interest• Locus of control• Goals
• Self-control• Grit
• Homework effort• Study habits• Attendance• Participation
• Performance• Attainment
PSYCHOLOGICAL FACTORS
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passion and perseverance for long-term goals
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National Spelling Bee
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West Point Beast Barracks
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Assessing/demonstrating grit
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Measuring Grit
0 No multi-year involvement in any activities
1Member of the swim team for three years but did not advance or win an award; no other multi-year activities
2Member of the mock trial team for two years and won the most improved award; no other multi-year activities
3Member of a fraternity for three years but no leadership roles; Assistant manager at the local movie theatre for three years
4Camp counselor at local summer camp for three years; Player on the volleyball team for three years and captain in her senior year
5President of the student body for three years; treasurer for the Kite and Key Club for two years
6Member of the cross-country team for four years and voted MVP in senior year; Founder and President for two years of the University’s Habitat for Humanity chapter 18
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What Type of Culture Has Been Built at Kamehameha?
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From strategies to habits
“Our virtues are habits as much as our vices…our nervous systems have grown to the way in which they have been exercised, just as a sheet of paper or a coat, once creased or folded, tends to fall forever afterward into the same identical folds.”
– William James (1899)
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Growth mindset
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Mindset
BehaviorPerformance
Mindset:(Carol Dweck / Greg Walton / David Yeager)
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• Intelligence is innate
• Intelligence can be developed
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• Looking smart is most important
Goals • Learning is most important
Fixed Mindset Growth Mindset
• Effort is a negative—no point in trying if you’re not a “natural”
Beliefs about effort • Effort is positive—the harder you work at something, the better you’ll be at it
• Helplessness and reduced time spent on the subject
Response to failure • Resiliency and increased work and effort
“Intelligence is a fixed trait—you’ve either got it or you don’t”
Overall mindset “Intelligence is a malleable quality, a potential that can be developed”
Source: Mindsetworks.com, Dr. Carol Dweck Mindsets
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Which belief most empowers students? Why?
Which belief most empowers teachers? Why?
How do we create a strong shared belief in effort-based ability, behavior and intelligence throughout our schools?
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Implementation: Putting Theories Into Practice
• What to implement?– A psychological experience– NOT a handout
• How do you change psychology and make it matter over time?– “Stealthy”– Self-reinforcing through school experience
• What do you need to design and implement?– Student-centered approach– Continued evaluation
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Mindset Pilot Intervention
“…Not all students know thatthe brain can get smarter, eventhough it may help themsucceed…
Write a letter to your friendtelling them about what youjust learned about the brainand why they shouldn’t bediscouraged… ”
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Social Belonging Pilot Intervention
“The most difficult transition from high school to college was coming from a situation where I knew every student for the past seven years to a new situation where I did not know one student before I arrived… I was pretty homesick, and I had to remind myself that making close friends takes time…”
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Putting Theories Into Practice
• Educator as Coach: Making Them Thirsty
• “Stealthy” Messaging
• PD: “Wise Feedback”
• Experiential Learning
• WOOP it out!
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Educator as Coach“You can lead a horse to
water, but you can’t make it drink.”
But how do we make it thirsty?
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Find a partner/mentor/coach
• “At eleven, I wanted to bag it because I was doing very badly...”
• “My dad at that point did something that was very important. He said, ‘If you want to quit, that’s fine. But I don’t want you to quit simply because you’re losing…So, I’m going to continue to drive you to workouts and force you to swim and once you turn 12 and are at the top of your age group, you’ll start to do well. If you want to quit then, that’s fine.” (pp. 207-208)
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A partner understands the situation but is “psychologically distanced”
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“Not-so-stealthy” MessagingRequest:
Before you leave, remember, pick up all
your trash.
Context / Relevance: We always leave a place better than we found it.
Intended Purpose vs. Outcome:Statement of Compliance vs. Way of Being
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Senior Signing Day Celebration
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Professional Development: “Wise Feedback”“Wise Feedback” and Trying Again…
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Professional Development: “Wise Feedback”“Wise Feedback” and Trying Again…
Control group:I’m giving you these comments so that you’ll have feedback on your paper.
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Professional Development: “Wise Feedback”“Wise Feedback” and Trying Again…
“Wise feedback” group:I’m giving you these comments because I have very high expectations and I know that you can reach them.
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Experiential Learning to Build Social Capital
Internships
Summer Opportunities
College Visits
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Karina’s Story
Real-life Situation
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Goal Setting & Goal Planning:
If you dream it, you can predict and plan for obstacles and then achieve it!
If you dream it, you can achieve it.Vo
litio
n –
“The
Will
”Gabriele Oettingen & Angela Duckworth
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Today’s study wish:
Best outcome:
Obstacle:
If-then plan:
If , thenObstacle (time and place) Action to overcome obstacle
Making plans…
45Duckworth, A. L., Kirby, T., Gollwitzer, A., & Oettingen, G. (in press). From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children. Social Psychological and Personality Science.
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Will Power“I consider myself to be of basically average talent…”
“The key to life is on a treadmill…When I say I am going to run three miles, I run five. With that mentality, it is actually difficult to lose.”
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THANK YOU!!!
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The Psychology of Achievement
Improving Behaviors, Habits and Outcomes by Developing
Students’ Noncognitive Skills
49
Donald KamentzManaging Director of College & Career Initiatives
YES Prep Public [email protected]